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1. DETAILED LESSON PLAN ABOUT PRONOUN
Prepared by: Tolentino, Sheira Mae P.
TIME:
DATE:
YEAR LEVEL: GRADE 7
I. Standards, Competencies, and Objectives
Content Standard :
Performance Standard :
Learning Competency :
Objectives : At the end of 60 minutes period, the students will be able to:
a. Identify the pronoun/s in the sentences;
b. Complete the given sentences with the correct pronoun;
c. Appreciate the importance of pronoun in constructing a sentence.
II. Subject Matter
Topic: Pronoun
Reference: College English for Today Book 1
Skills: Reading, Writing, Speaking, Listening, Viewing
Materials: Cartolina, Markers, Laptop, Pen, Visual aids, Paper
Values: Participation, Focus and Cooperation
III. Procedure

2. TEACHER’S ACTIVITY STUDENTS ACTIVITY
 Preliminary activities
a. Greetings
Good morning class!
How are you today?
That’s good to hear.
b. Prayer
To start our class this morning let us pray first.
May I call on Ms. Insipido to lead a prayer.
Thank you, Ms. Insipido.
c. Checking of Attendance
Who is your class secretary?
Okay, miss Languido, kindly check the attendance of
your classmate and tell me who is absent today.
Wow. Very good class. I guess you are excited to learn
from our discussion today for you are all present.
d. Classroom Reminders/Rules
Our classroom rules are: first, don’t answer in chorus. If
you want to answer, just raise your right hand. Second,
Don’t talk if someone’s talking or answering.
Lastly, respect your classmates' answers. Is that clear to
you class?
 Review
For the recap, who can still remember and
enumerate our topic yesterday?
Good morning, teacher Tolentino.
We’re fine ma’am.
Let us all stand, close our eyes and bow our heads.
Our Father, who art in heaven; Hallowed be Thy name.
Thy kingdom come. Thy will be done on earth as it is in
heaven. Give us this day our daily bread. And forgive
our trespass against us. And lead us not into
temptation. But deliver us from evil. Amen.
Languido is our class secretary ma’am.
No one is absent ma’am. We are all present.
Yes ma’am.
Our topic for yesterday was all about the “FIVE BASIC
SENTENCE PATTERN”
1. Subject + Linking Verb+ Complement (S-LV-C)

3.  Motivation
Before we proceed to our next lesson, I will
show to you a paragraph with missing words
and all you have to do is to complete it. Are
you now ready?
That’s great. Now here’s your paragraph.
James and Mary were siblings. One day _____
returned from school. _____ were very hungry and
went into the kitchen. _____ wanted to eat something.
In the kitchen _____ saw a cat. It was drinking the milk
mother had kept for _____. James ran out screaming.
_____ was scared. _____ was always afraid of cats.
Mary was a brave girl. _____ was not afraid of
anything. _____ shooed the cat away. _____ ran out.
James saw the cat running out. _____ came back into
the kitchen. _____praised Mary for her courage. Mary
thanked _____.
What are the missing words in the paragraph?
Awesome, let’s give everyone a barangay clap.
2. Subject+ Intransitive Verb (S-IV)
3. Subject + Transitive Verb + Direct Object (S-TV-DO)
4. Subject+ Transitive Verb+ Indirect Object + Direct
Object (S-TV-IO-DO)
5. Subject+ Transitive Verb+ Direct Object+ Object
Complement (S-TV-DO-OC)
Yes ma’am, we are ready.
The missing words in the paragraph ma’am are:
James and Mary were siblings. One day they
returned from school. They were very hungry and went
into the kitchen. They wanted to eat something. In the
kitchen they saw a cat. It was drinking the milk mother
had kept for them. James ran out screaming. He was
scared. He was always afraid of cats. Mary was a brave
girl. She was not afraid of anything. She shooed the cat
away. She ran out. James saw the cat running out. He
came back into the kitchen. He praised Mary for her
courage. Mary thanked him.
(The students are performing barangay clap,)

4. A. Activity
For our activity, I will group you into three.
With the use of the words you filled up in
the last activity, group 1 will present it
through short action drama, group 2 will
present it through pageant and group 3,
through reporting. And before you start with
your presentation, every group will present
first a short yell. Is that clear class?
For this activity, here’s the rubrics (showing
the rubric) I will give you 3 minutes to
prepare.
Your time is up. Let’s start with the group 1.
Let’s give them a “Let’s Go Clap”
That was an amazing presentation,
congratulations group 1, and now let’s
proceed to the second group. Once again,
let’s give them a “Let’s Go Clap”.
Awesome, let’s give them a “Barangay
Clap”. Congratulations group 2 and now let
us proceed to the last group. Another “Let’s
Go Clap” for them.
Well done class. You did a great job. Let’s
give everyone a “Barangay Clap.”
B. Analysis
What are your thoughts about our activity?
Why do we replace nouns with pronouns?
Do you have some idea of what could be our
topic for today?
C. Abstraction
Yes ma’am.
(The students are busy preparing their presentation
within 3 mins.)
(The group 1 is performing their action drama)
(The group 2 performing pageant)
(The group 3 performing their report).
(The students are performing a barangay clap).
My thoughts in our activity is that we replace the noun
into pronoun.
We replaced nouns with pronouns to make our
sentences clearer, less awkward, and smoother.
Our topic for today probably, it’s all about pronoun.

5. Very good class. Definitely yes, our topic today
is all about pronoun and its kinds.
A pronoun is a word that can replace a noun in
a sentence. For example, in the sentence I love
my dog because he is a good boy, the word he is
a pronoun that replaces the noun dog.
Generally speaking, pronouns allow us to
shorten our sentences and make them sound
less repetitive.
There are many different types of pronouns, each
serving a different purpose. Keep reading for the
different types of pronouns that you're likely to
encounter in your reading and conversations.
 Personal pronouns function as a substitute
for a person's name. Subject pronouns
replace the name of the subject of a
sentence, while object pronouns replace the
name of the object. The main personal
pronouns are:
 Possessive pronouns show ownership or
possession of a noun. They replace a noun
that typically has an apostrophe and "s"
after it (such as "Bethany's"). There are two
types of possessive pronouns: possessive
determiners that can function as pronouns,
and independent possessive pronouns,
which refer to a previously stated noun.

6. Notice that the possessive determiners always come
before a noun, while the independent possessive
pronouns can stand alone. The two possessive
pronouns that are the same in both cases are his and its
— the words are spelled the same no matter how you
use them as a pronoun (with no apostrophe in its).
 Indefinite pronouns don't point to particular
nouns. We use them when an object doesn't
need to be specifically identified. There are
singular indefinite pronouns that function as
singular nouns, and plural indefinite objects
that function as plural nouns. There are also
some indefinite pronouns that function both
ways.
 Interrogative pronouns have the same form
as relative pronouns, but they ask a
question. Some people confuse
interrogative pronouns with interrogative
determiners, which come before a noun.

7. However, like all pronouns, interrogative
pronouns must replace a noun.
It may seem like there are words missing from this list,
such as where and why. However, they are not
interrogative pronouns — they are adverbs that
describe more about verbs.
 Reflexive pronouns replace the object of a
sentence when it refers to the same person
or item in the subject. They usually follow
the verb in the sentence, but can also follow
a preposition. These pronouns end in -self
(singular reflexive pronouns) or -selves
(plural reflexive pronouns).
If you replace these pronouns with the nouns in the
sentence, they are still correct, but they're more
awkward. "Nadine taught Nadine Spanish" is more
confusing to read than "Nadine taught herself Spanish."
 Intensive pronouns, also known as
emphatic pronouns, emphasize or intensify
nouns and pronouns. They take the same
form as reflexive pronouns, but unlike
reflexive pronouns, they're not essential to
the sentence. You usually find them right
after the noun they're intensifying.

8. If you remove intensive pronouns from the sentence, it
still makes sense. However, intensive pronouns help to
emphasize the important part of the sentence, so they
are still helpful to include.
 Demonstrative pronouns take the place of a
noun that's already been mentioned.
Demonstrative pronouns can be singular or
plural. There are five of them, and they can
also function as demonstrative adjectives.
Demonstrative pronouns can also function as
demonstrative adjectives. For example, in the sentence
"Neither fits me," neither is functioning as a pronoun. If
you add a noun into the sentence, such as "Neither
dress fits me," neither now functions as an adjective
that describes the dress.
D. Application
Is there any clarification? Question? Violent reaction
regarding our discussion?
There’s none question ma’am.

9. If you don’t have any questions it’s now the time to
have an application of what you learn. For our activity,
all you have to do is to complete the sentences using
the correct pronouns.
1. The doctor ____ answered the call.
2. I saw the old lady fall and hurt _____.
3. Carina is combing _____ hair.
4. My friend and _____ like to eat Chinese food.
5. Elena poured _____ a cup of coffee.
With this activity I will give you 10 minutes to answer.
Your 10 minutes start now.
Your time is up. Exchange your paper with your
seatmates and let us check your answers.
What is the answer in number 1?
Very good, how about in number two?
In number three?
How about in number four?
Awesome! What’s the answer in number five?
Excellent, you did your best class. Now return the paper
to the owner. I’m glad that almost all of you got the
perfect score. Congratulations everyone.
1. The doctor whom answered the call.
2. I saw the old lady fall and hurt her.
3. Carina is combing her hair.
4. My friend and I like to eat Chinese food.
5. Elena poured her a cup of coffee.
Thank you ma’am.
IV. EVALUATION
Now that you’ve done well with the application, it’s
evaluation time. Are you now ready, class?
Get a ½ sheet of a paper and answer the following:
A. Identify the pronoun/s in the sentence.
1. What is on your mind?
2. Lita, you will have to solve this problem
by yourself.
3. I shall type the manuscript.
4. Somebody forgot to turn off the light.
Yes ma’am.

10. 5. The girl whom you spoke with is here.
For your second activity:
B. Complete the given sentences with the
correct pronoun.
(this, these) 1. He wants ____ sandwich.
(He, She) 2. ____ played her favorite doll.
(What, Who) 3. ____ are you doing?
(herself, myself) 4. I don’t regard ____ a
good paint.
(We, Our) 5. ____ all admire courage.
Through this, let’s evaluate how far you’ve learned
from our discussion this morning. Once again, I will only
give you five minutes to finish this activity. Your five
minutes start now.
Time is up. Just pass all your papers forward and give it
to me. I’ll be the one to check it.
(The students are answering the evaluation activity
within five minutes).
(The students are passing forward their papers.)
V. Assignment.
Okay class, for your assignment to be submitted next
meeting get your assignment notebook and research
and study in advance about adverbs. Write your
research in a one whole sheet of a paper.
Are you done copying?
Before we end our class this morning, I would like to
say, “STUDY MORE SO THAT YOU WILL LEARN MORE.”
That’s all. May God bless you and keep you safe.
(The students are taking down notes about their
assignment.)
Yes ma’am.